Tel: 01677 422 419 - Email: admin@bedalehighschool.org.uk
Tel: 01677 422 419
Email: admin@bedalehighschool.org.uk

 

Curriculum Map

Textiles at Key stage 3

Students are taught in mixed groups in a rota, consisting of approximately 36 hours.

Food and Textile Technology is all about learning how to design and make new and exciting products that you can take home. In FTT you will learn:

How to use a variety of basic skills

How to choose the correct equipment for the job you want to do

How to select the correct materials

To understand the functional properties of the materials you are using

To plan your making

How to make a selection of products

How to evaluate products

Key Stage 3 Assessments

Assessments will take place throughout the course.  At the end of the unit of work you will be:-

In Year 7 working towards a 4a or above (new grades 2.3)

In Year 8 working towards a 5a/6 (new grades 3.3)

In Year 9 working towards a 6a/7 (new grades 4.3)

In Food and Textiles Technology pupils will be set individual targets that will help them to aim and develop their skills and understanding. Pupils will receive regular feedback about classwork and homework.

 

An overview of food and textiles assessments …

  

 

 

Food

 

Textiles

 

Year 7

 

Introduction to Food/basic skills

 

Kite project

 

Year 8

 

Nutritious Main Meals for All

 

     Surface Decoration project

     Design and make a pair of          shorts or skirt prototype

 

Year 9

 

Create a meal/menu suitable for the School canteen

 

Wild Animal Hats

 

Pupils are set a design brief at the beginning of the 5 week Rota, during this period of time the will learn a variety of different tasks and skills.  As pupils progress through Key Stage 3 they will build and develop their skills through theory and practical tasks

During Key Stage 3 Pupils will learn:

  • Research Skills
  • Design Skills
  • Sewing machine skills, developing and building on skills acquired
  • Understanding design and developing design skills
  • Pattern drafting to create a template that matches a product
  • Identifying suitable materials
  • Developing making skills to produce a good quality product.
  • Evaluating skills

Pupils will be guided through the design process, exploring and evaluating different materials that could be used for the construction of a product.   Pupils are taught how to set up a sewing machine and develop basic sewing machine skills in order to produce a good quality item.  At the end of the process pupils will evaluate their work discussing any problems they have encountered and how they have solved them.

Key Stage 3 How to Progress

Level ExploringThe

Task

Level GenerationIdeas Level ModellingIdeas Level Planning Level Evaluating
4c4b4a 

2.3

2.7

3.0

You have produced a basic mind map that reflects the main needs of the user.You have listed a few essential and desirable criteria.   4c4b4a 

2.3

2.7

3.0

You have produced a mood board to help you generate ideas.You have come up with 1 or 2 basic ideas. 4c4b4a 

2.3

2.7

3.0

You have changed your designs.You have changed your ideas, thinking about shape, size, size, flavours, decorations etc. 4c4b4a 

2.3

2.7

3.0

You have made step by step plans. 4c4b4a 

2.3

2.7

3.0

You have shown what worked well, what you like about your design and what you would do to improve it.
5c5b5a 

3.3

3.7

4.0

You have produced a detailed brainstorm/mind map.You have used different sources of information to help you to design your product. You have listed several essential and desirable criteria. 5c5b5a 

3.3

3.7

4.0

You have produced a detailed mood board to help generate ideas.You have based ideas on findings from research. You have produced a range of 2D and 3D ideas with labels.

 

You have evaluated your ideas.

5c5b5a 

3.3

3.7

4.0

You have thought about what makes a good product.You have checked your work as you have been designing and you have changed your ideas when you thought that they would not work. 5c5b5a 

3.3

3.7

4.0

You have used your plans to work from.You have modified your plans as your designs have changed. You have started to take into account control checks when planning. 5c5b5a 

3.3

3.7

4.0

You have evaluated your product against what you were asked to do in the brief.You have evaluated your research findings and shown how they have been helpful to you.
6c6b6a  

4.3

4.7

5.0

 

 

 

All your research is relevant to the task.You have thoroughly evaluated your finding and shown how your research is going to help you. 6c6b6a 

4.3

4.7

5.0

Your ideas match what people said that they wanted.Your designs are detailed and show exactly why they meet the brief. 6c6b6a 

4.3

4.7

5.0

You have made models to test your ideas.You have tested your ideas with users. 6c6b6a 

4.3

4.7

5.0

You have suggested alternative ways of doing something if something goes wrong.If this happens, I will do this…. 6c6b6a 

4.3

4.7

5.0

You have evaluated your product and have shown how it meets the needs of your target group and fills a gap in the market for a new product.
7c7b7a 

5.3

5.7

6.0

You have recognised that different people have different needs and you have shown evidence of this in your research. 7c7b7a 

5.3

5.7

6.0

You have designed products with different users in mind.You have shown how ideas could be developed into a range. 7c7b7a 

5.3

5.7

6.0

You have investigated functions of ingredients and how products are made in industry.Your designs are realistic. You have used several ways of showing your designs. 7c7b7a 

5.3

5.7

6.0

In your plans you have predicted how much time is needed to carry out certain tasks. 7c7b7a 

5.3

5.7

6.0

You have evaluated each stage of your project and have made changes throughout the project based on your evaluations.

 

Year 7

Textiles

Design Brief

Following the design process and using geometric shapes as your theme design and make a kite. Your kite is to be aimed at teenagers, will need to be colourful and include surface decoration.

Year 8 Textiles

Design Brief

Exploring surface decoration and applying your knowledge to a pair of shorts or skirt.

* Understanding surface decoration and how it can be applied to fabrics

* Carrying out a range of surface decoration tasks.

* Evaluating each task, discussing difficulties and how they could be.

As a designer you have been asked to design a range of Skirt or shorts for a teenager, the product will be used to demonstrate your design and making skills. The theme of the product will be either bugs or sea life.

You will need to make the product up as a half size prototype.

Be imaginative, creative and bold, think outside the box and make a product that will make heads turn on the catwalk.

Year 9 Textiles

Design Brief

Exploring pattern drafting, design and creating 3D products from 2D pattern templates.

Developing surface decoration

Design Brief

You have been commissioned by a theme park to design and make a novelty hat, which incorporates a wild animal theme. The hat is to be sold in the gift shop and should appeal to 13-17 years old.

 

GCSE Textiles Technology

Course content.

During the autumn term of Year 10 all students will develop their construction skills through a selection of practical tasks and develop their textile knowledge , as well as developing drawing, IT and communication skills compatible to GCSE standard.

Students will learn various aspects for the Textiles industry from fibres & fabric through to design and making a product. Students will develop a portfolio of theory based work which will be used as a reference point of knowledge and exam revision.

On the options evening exam papers, types of projects and practical outcomes set will be on display.

How you will be assessed.

To gain a GCSE in Textile Technology students must complete two elements:

A controlled assessment project of approximately 45 hours set by AQA (coursework) that includes practical assessment 60%

The written examination is worth 40% of the GCSE, lasting in total 2 hours, which is set and marked by AQA.

Grades available A* – G

Future prospects post 16.

This subject would be a good foundation for an A Level in Textile Technology (taught at Northallerton College and Richmond School. Queen Elizabeth Sixth Form College, Darlington offer Art and Design – Textiles). These courses develop knowledge and skills in all aspects of the textile industry from textile product design, development to marketing and sales through to construction. Post 18 there are numerous degree opportunities with a focus on the Textiles industry.
 

Equipment required

  • A3 Sketch book
  • A4 arch lever file
  • Fabric, components, thread & a pattern
  • Drawing pencils

 

Enrichment

GCSE students can attend after school classes on Tuesday after school each week

Textiles club –      Design and make a waist coat

Felt book covers

Tie-dye a T-shirt

Free hand embroidery

Textiles trip to the Clothes Show Birmingham